By Jo-Ann A. Brant
The essays during this quantity learn the connection among historic fiction within the Greco-Roman international and early Jewish and Christian narratives. they give thought to how these narratives imitated or exploited conventions of fiction to supply different types of literature that expressed new rules or formed group id in the transferring social and political climates in their personal societies. significant authors and texts surveyed comprise Chariton, Shakespeare, Homer, Vergil, Plato, Matthew, Mark, Luke, Daniel, three Maccabees, the testomony of Abraham, rabbinic midrash, the Apocryphal Acts, Ezekiel the Tragedian, and the Sophist Aelian. This diversified assortment unearths and examines familiar matters and syntheses within the making: the pervasive use and subversive strength of imitation, the excellence among fiction and heritage, and using background within the expression of identification.
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Additional info for Ancient Fiction: The Matrix of Early Christian And Jewish Narrative
On the progymnasmata in the novels, see also Ronald F. D. 400 (ed. Stanley E. Porter, Leiden: Brill, 1997), 445–65, esp. 453–61. 75. See Ruiz-Montero, “Chariton von Aphrodisias,” 1042. 76. See Ruiz-Montero, “Chariton von Aphrodisias,” 1043–44. ”79 To be sure, this definition is so brief as to be obscure, but its meaning emerges from the topics that were suggested for student exercises. 80 In other words, an h)qopoii/a requires the student to reveal through speech a person’s character as that person confronts a specific circumstance.
Cribiore has incorporated her earlier work as well as treated education more comprehensively in her Gymnastics of the Mind: Greek Education in Hellenistic and Roman Egypt (Princeton: Princeton University Press, 2001). , Education in Greek and Roman Antiquity (Leiden: Brill, 2001). 3. 60). The importance of Libanius is obvious, and it is heartening to read that Cribiore (7 n. 14) is preparing a translation of over five hundred of Libanius’s letters that deal with educational matters. -15- 16 ancient fiction world.
See Morgan, Literate Education, 21–25; cf. also Cribiore, Gymnastics of the Mind, 163. 19. See Morgan, Literate Education, 24. 20. That so few progressed through all three stages explains why so few documentary texts illustrating the secondary and tertiary stages have been discovered in the sands of Egypt (see Morgan, Literate Education, 57, 64, 72). 21. See Morgan, Literate Education, 74. ” 22. See Morgan, Literate Education, 57–63 (quotation on 63); see also Cribiore, Gymnastics of the Mind, 210.
Ancient Fiction: The Matrix of Early Christian And Jewish Narrative by Jo-Ann A. Brant